ESL: Key Terms Flashcards
Cognate
Words which have a common origin.
3 district levels:
True Cognate: spelled same, means the same, but pronunciation will be different according to language structure of the words such as an accent mark.
(Ex: English - rodeo, Spanish - rodeo)
Partial Cognate: the word in other languages has the same origin but the spelling will differ. Meaning will be the same but pronunciation due to language structure will be different. (Ex: English- fragrance, Spanish - frangancia)
Discourse
Continuous stretch of speech or written text, going beyond a sentence to express thought. (I.e. cultural rules for conversation, like taking turns, opening conversation with “How are you?”, etc.)
Graphophonics
Language Registers
Situational context of language use that is influenced by what is being talked / written about and the relationship between those speakers.
5 language registers:
1. Frozen Register: Pledge of Allegiance,
Constitution (language that remains fixed / unchanged).
- Formal / Academic Register: Interviews, academic language in classroom (lectures, instruction-mini-lessons), public speaking.
- Consultative Register: Talking to a boss / supervisor/ teacher, lawyer, doctor, counselor (asking for assistance)
- Casual (Informal) Register: Talking with friends, slang (writing drafts should allow casual before the formal draft because it “gets the information out” on the paper)
- Intimate Register: Language of lovers, sexual harassment (not for public information)
Lexical Ambiguity
Lexicon
The knowledge that a native speaker has about a language. Includes info about: the form & meanings of words & phrases, lexical categorization, appropriate usage of words and phrases, relationships between words & phrases, and categories of words and phrases. (Does NOT include phonological and grammatical rules)
Morphology
The study of the internal structure of words. A system of adjustments in the shapes of words that contribute to the adjustments in the way speakers intend their utterances to be interpreted.
Building blocks of words, the smallest linguistic unit which has a meaning or grammatical function (stem, prefix, suffix)
Phoneme
Distinctive speech sounds in words
(Ex: test / text. One letter different makes one phoneme difference)
Phonics
The system of relationships between letters and sounds in a language.
Phonological Awareness
Ability to recognize that words are made up of a variety of sound units.
Pragmatics
The study if the aspects of meaning and language use that are dependent on the speaker, the addressee and other features of the context of utterance.
Pragmatic Skills:
- Using language for different purposes: greeting, informing, demanding, stating, and requesting
- Changing language for the listener or the situation: talking to a teacher or a friend, speaking indoor versus outside, talking to family versus a stranger
- Following rules for conversation: taking turns, staying on topic, non-verbal cues, personal space
Semantics
(General): The study of meaning of linguistic expressions.
(Narrow): The study of the meaning of linguistic expressions apart from consideration of the effect they pragmatic factors, such as the following, have on the meaning of language in use: features of the context, conventions of language use, goals of the speaker.
Syntax
The way words are put together in a language to form phrases, clauses, or sentences. 2 parts: classes (such as noun, verb, adjective) & functions (such as subject & object)
Word order
Agreement
Subject / object
Free Morpheme
Can stand alone as a meaningful word (re-WRITE)
Bound Morpheme
Cannot stand alone (RE-write)
Affixes
Morphemes which are added to root words and stems
(Suffix / prefix / infix)
L1 and L2 Acquisition
Natural Approach
Memorization
Categorization
Generalization
Metacognition
First and second language effect
Idiomatic Expressions
First language interdace
CALLA
Cognitive Academic Language Learning Approach Model uses carefully designed lesson plans tied to content curriculum, teachers explicitly teach learning strategies and have students apply them to instructional tasks.
Communicative Competence
GLAD
Guided Language Acquisition Design Model. Instructional approach that incorporates a variety of strategies to support English learners in simultaneously learning content and acquiring language.
Grounded in research related to second language acquisition and sheltered instruction.
Immersion
QTEL
Quality Teaching for English Learners Model - teaching is based on sociocultural and sociolinguistic theories of learning and the central role is language in the learning process. .
Sheltered Instruction
Teaching method developed to facilitate high-quality instruction for EL’s in continent area teaching. And if uses language acquisition strategies within Contin airy instruction to make content comprehensible for EL’s while developing their academic language. 
SIOP
Sheltered s Instruction Observation Protocol - developed to facilitate high quality instruction for ELs in content area teaching.
Stages of Language Proficiency
TPR
Total Physical Response- tool used in SIOP for comprehensive input. Uses body movement to accelerate language acquisition. Teacher gives command & models the action. Students follow directions.
Conversational support for L2
ESL students’ communication, competence / oral proficiency 
Effective transfer from L1 to L2
Cognate – L2 (English) word has similar meaning to L1 (native language) word. For example – chocolate / chocolat. Document / Documento 
Instructional conversation
Knowledge of individual differences
Oral language development strategies
Provide feedback for students development of L2 skills, (rephrasing, modeling)

Stages of development in communication skills
TEKS for listening/speaking 
